Teaching Autism and Special Education by Nikki

In this episode of Teaching Autism & Special Education with Nikki, we’re talking about advocacy — the kind you need when you know what a student needs, but the system just isn’t moving. You know the feeling.... You’ve got the data.. You’ve got the experience... You can see the pattern clear as day… and yet you’re stuck in meetings that go nowhere, hearing “we’ve tried that” or “they just need to cope.” This episode is for that moment. Because advocacy doesn’t have to mean arguing, burning bridges, or leaving the meeting feeling shaky and drained. It can be calm, professional, strategic — and actually effective. In this episode, we chat about: What advocacy really is (spoiler: it’s not fighting) Why you are the expert on your students.. even if it doesn’t always feel that way How to use data in a way that actually gets listened to A simple way to phrase concerns in meetings without sounding emotional or “difficult” What to say when you hit resistance (without losing your cool) Why writing things down matters more than you think How to build allies so you’re not advocating alone When it’s okay to escalate, and how to do it properly Why advocating for yourself matters just as much as advocating for students Big takeaways: Advocacy isn’t personal.. it’s professional Calm beats loud every single time Data tells a story when you give it context You don’t have to be confident to be effective, just prepared Small wins still count (and they add up) If you’ve ever walked out of a meeting thinking “I should’ve said that differently” or “why is this so hard?” .. this episode is for you. 🎧 Listen in and let’s talk about how to advocate in a way that protects your students and your energy.

Hey teacher friend... few things sting like seeing a student suddenly “lose” a skill they worked so hard for. One day they’re thriving, and the next, it’s like they’ve forgotten everything. Before you panic or question your teaching, take a breath - regression isn’t failure. It’s feedback. 💛 In this episode, we’re unpacking why regression happens, what it’s really telling you, and how to respond calmly, strategically, and compassionately - so your students (and you) can bounce back faster. What You’ll Learn Why regression is a normal part of learning, not a setback How to identify what’s really causing it (environmental, emotional, or developmental) How to adjust supports instead of restarting from scratch Ways to rebuild confidence, trust, and connection Language shifts that keep communication hopeful and professional Quick Tips Reframe it: “The skill needs a refresh,” not “We’re back to square one.” Identify the why: Look for changes in environment, emotion, or expectation. Adjust - don’t restart: Bring back visuals, routines, and scaffolds temporarily. Rebuild through connection: Safety before skill. Protect dignity: Support quietly and positively. Give yourself grace: Regression doesn’t mean you failed - it means you noticed. Regression isn’t a setback, it’s a signal. Your students aren’t losing progress; they’re reorganizing, recalibrating, and preparing for their next step forward.

Hey teacher friend, today we’re diving into one of my favorite topics: The Least Dangerous Assumption, also known as The Presumption of Competence. 💛 It’s a mindset that completely changes how we see and support our students, especially in special education. If you’ve ever wondered how to balance high expectations with realistic support, or how to make sure every child gets a fair chance to show what they know, this episode is for you. What You’ll Learn What The Least Dangerous Assumption means, and where it came from Why assuming competence matters so deeply in SPED classrooms The harm of underestimating students (and how it limits opportunity) Practical ways to live out this mindset every day Real-life examples that prove access + belief = possibility Quick Takeaways Give access first, then assess. Barriers often look like “can’t” when they’re really “can, with support.” Use age-respectful materials. Adapt the task, not the dignity. Provide real choices. Choice = voice = confidence. Watch your language. Replace “can’t” with “not yet” or “still learning.” Look for hidden understanding. Sometimes comprehension shows in the smallest cues. Expect growth, even slow growth. Small wins are still wins. When we presume competence, we teach from belief, not limitation. The “least dangerous assumption” means giving every student access, dignity, and the chance to show what they know, because the risk of assuming too little is far greater than assuming too much.

Hey teacher friend - you’ve been tracking, tallying, and color-coding behavior data… but now you’re wondering, “Okay, what do I actually do with it?” In this episode, we’re breaking down how to interpret behavior data.. what it really means, what it doesn’t, and how to use it to create real change for your students. Because data isn’t about numbers.. it’s about stories. What You’ll Learn Why behavior data is meant to inform, not judge The different types of data (frequency, duration, latency, ABC) - and what each reveals How to look for trends and context, not just totals Common data traps that can mislead you How to identify a behavior’s function so you can support, not punish Turning graphs and charts into practical classroom insight Quick Takeaways Data + context = clarity. Numbers alone never tell the full story. Look for patterns over time, not one-off incidents. Pair quantitative data with notes and reflection. Your instincts matter too. Focus on function: What purpose is the behavior serving? Celebrate micro-progress. Shorter duration, quicker recovery.. it all counts. Tell the story: When sharing data, lead with empathy, not statistics. Behavior data isn’t proof of a problem... it’s a language.

Hey teacher friend, we’ve all been there. The tone shifts, a student’s body tenses, and you can feel the energy in the room change. What you do in that moment can completely shape what happens next. In this episode, we’re talking about real de-escalation techniques you can use right now, what to say, what not to say, how to use your body language, and how to calm things before they spiral. These are practical, realistic strategies you can start using today to keep your classroom, and yourself, steady when emotions rise. What You’ll Learn Why escalation is communication, not manipulation How to spot early warning signs before a meltdown Simple language swaps that instantly lower tension The power of body language, silence, and co-regulation How to debrief after an incident and protect your own energy Quick Tips Notice early. Pacing, clenched fists, or refusals are clues, not defiance. Stay calm first. Breathe, drop your shoulders, lower your voice. Say less. Try: “You’re safe.” “I’m here to help.” “Let’s take a break.” Avoid ultimatums. Offer choices like “Sit or stand?” “Here or calm corner?” Co-regulate. Model slow breathing, stay nearby, and wait quietly. Debrief later. Once calm, reflect on what worked... for both of you. You’re not giving in when you de-escalate, you’re giving safety. Your calm presence is the most powerful tool you have. Connection first, correction later. 

Hey teacher friend, let’s talk inclusion. 💛 We all believe in it, but between IEPs, sensory supports, and a million tiny details, inclusion can start to feel like a full-time job on top of your full-time job. In this episode, I’m sharing real, low-prep strategies that make inclusion doable, not perfect or Pinterest-ready, just practical, functional, and effective. These are the small changes that help every student belong without adding hours of prep to your plate. What You’ll Learn What inclusion really means (and what it isn’t) The mindset shift: same goal, different path 10 easy, low-prep strategies that make inclusion feel natural How small environmental tweaks and routines make a big impact Why presence matters more than perfection Quick Strategies to Try Use visuals everywhere: step-by-step picture cues, first/then strips, finished bins. Simplify tasks, not content: keep the learning goal, change the format. Pair students strategically: rotating peer partners builds belonging. Offer universal tools: fidgets, headphones, choice seating for everyone. Anchor learning in routines: embed goals into morning meeting or snack time. Model everything: short, clear directions + demonstration = instant inclusion. Prioritize shared experiences: same lesson, different access points. Inclusion doesn’t have to be perfect, it just has to be possible. When you focus on simple visuals, clear routines, and flexible choices, you’re already creating a classroom where every student belongs.

Hey teacher friend, it’s that time of year when the real holiday stress hits. Not from your students. Not from admin. But from parents (and let’s be honest… ourselves, too). Between “Will there be a Christmas concert?” emails and “Can you send one more update?” requests, it’s easy to feel like you’re being pulled in a dozen directions. In this episode, we’re diving into how to handle parent pressure and classroom expectations with grace, clarity, and healthy boundaries.. so you can actually enjoy the season. What You’ll Learn Why parent pressure usually comes from love and worry, not criticism How proactive communication keeps things calm and predictable Ways to balance festive fun with realistic classroom goals Kind but firm responses for “Can you also…?” requests Why your calm, consistent energy matters more than perfection Quick Tips Send short weekly updates instead of constant replies Share student wins before parents ask for progress Clearly outline what events will and won’t happen Reframe requests: “That’s a great idea, I’ll note it for next term!” Keep your classroom “manageable,” not Pinterest-perfect You don’t owe anyone “extra.” You owe your students your calm, your care, and your energy, and that’s already more than enough. Give yourself grace this season, teacher friend. The magic comes from connection, not chaos.

Hey teacher friend, feeling buried under glitter and wrapping paper right now? 🎄 If planning “fun” holiday activities feels more stressful than magical, this episode is for you. Today, we’re talking about Inclusive Holiday Fun - simple, low-prep activities that actually work for every learner. No chaos, no pressure, no six-hour crafts. Just calm, accessible joy your whole class can enjoy (including you!). What You’ll Learn What makes an activity truly inclusive for neurodivergent learners How to balance festive fun with structure and predictability Easy classroom ideas that keep engagement high and stress low Tips for sensory-friendly crafts, movement, and literacy Why connection and calm matter more than perfection Quick Inclusive Ideas Predictable crafts: sticker trees, snowman matching, reindeer name crafts Errorless learning: sorting, matching, and fine motor holiday tasks Sensory play: snow dough, reindeer food bins, Christmas sorting tubs Calm movement: snowflake stretching, reindeer run, freeze like a snowman Inclusive themes: focus on winter, kindness, or penguins, not just Christmas Inclusive fun isn’t about doing more... it’s about doing what matters most. When your students feel safe, capable, and included, that’s the real holiday magic. ✨

Hey teacher friend, picture the scene.. it’s January, the laminator’s jammed, and your students suddenly seem to have forgotten everything.Coats that used to be zipped? Now open.Requests that used to be independent? Gone.Routines that finally flowed? Out the window. Before you panic, take a breath.In this episode, we’re talking about why this happens, why it’s completely normal, and what you can do to help your students bounce back - calmly and confidently. What You’ll Learn Why “skill loss” is really just skill dormancy (not failure!) How to run a simple “Reset Week” to rebuild structure and confidence Which skills truly need reteaching, and which just need reminders How to help students re-regulate before diving back into academics Gentle ways to reassure parents and set realistic expectations Quick Tips Revisit visuals, routines, and familiar activities first Focus on regulation before expectation Start each day with success, even small wins Use short, visual instructions and predictable transitions Communicate calmly with families: “It’s not lost, it’s just resting.” Regression isn’t failure, it’s feedback.Your students aren’t starting over; they’re remembering how to feel safe and capable again.Give it a week or two, and you’ll see their skills, and confidence, shine right back through.

Hey teacher friend, the holidays are here! 🎄 The tree’s up, the glitter’s flying, and your classroom smells like glue sticks and cocoa. But between concerts, dress-up days, and schedule changes, things can start to feel a little chaotic. In this episode, we’re talking about how to bring calm back into your classroom with errorless learning and low-pressure activities, because your students (and you!) deserve success and peace during these busy weeks. What You’ll Learn What errorless learning really means, and why it’s perfect for December How it helps neurodivergent students feel safe, confident, and successful Practical, low-prep activity ideas that still meet IEP goals How maintenance work supports long-term learning Why simplifying isn’t “slacking” ... it’s smart, sustainable teaching Quick Ideas to Try Sorting and matching tasks: ornaments, colors, winter clothes Velcro task boxes or file folders: structured and calming Simple crafts: stickers, pre-cut pieces, guaranteed success Movement breaks: “reindeer yoga” or “snowflake stretches” Maintenance tasks: revisit familiar routines and visuals Low-pressure doesn’t mean low-value. The goal right now isn’t perfection, it’s preservation of calm, confidence, and energy. Errorless learning gives your students success and gives you permission to breathe. Find my favorite errorless learning activities here; Errorless Learning Task Boxes Errorless Learning Boom Cards 0-10 Errorless Learning Adapted Books Errorless Learning File Folder Activities You can find all of my errorless learning activities and resources here.

Hey teacher friend, it’s that time of year when the real holiday stress hits. Not from the students. Not even from admin. From parents… and from ourselves. Between “Will there be a Christmas concert?” emails and “Can you send one more progress update?” requests, it can feel impossible to keep up. In this episode, we’re talking about how to handle parent pressure and classroom expectations before the holidays, with grace, clear boundaries, and a bit of humor. What You’ll Learn Why parent pressure often comes from love (and worry, not criticism) How to use proactive communication to reduce stress for everyone Ways to balance festive fun with realistic IEP and classroom goals Simple boundary phrases that protect your time and energy Why your calm, predictable classroom matters more than perfection Quick Tips Send short, consistent updates to prevent last-minute questions Share wins before parents ask for progress Set clear expectations for special events (“No costumes needed”) Reframe “Can you also…?” requests with kindness and boundaries Remember: purpose beats perfection, simple activities count too You don’t owe anyone “extra.” You owe your students your calm, your care, and your energy, and that’s already more than enough. So give yourself grace, set those boundaries, and remember: your classroom’s magic comes from belonging, not glitter.

Hey teacher friend, let’s get real for a minute. The holidays are coming, your classroom smells like candy canes and chaos, and somewhere between the glitter and the Christmas concerts… the teacher guilt starts creeping in. That little voice that says: “I should be doing more.” “I feel bad saying no.” “Maybe I can squeeze in just one more thing.” In this episode, we’re talking about teacher guilt and boundaries before the holidays.. why guilt shows up, what it’s really trying to tell you, and how to protect your time and energy without feeling bad about it. What You’ll Learn Why guilt hits hardest right before school breaks The cost of always saying “yes” (and what it’s taking from you) Practical ways to set time, energy, and emotional boundaries How saying “no” actually helps your students too A mindset shift to replace guilt with grounded self-care Quick Mindset Shift When guilt says “You should be doing more,” reframe it as: “I’m saying yes to something that matters more right now.” Whether that’s rest, family time, or simply leaving work on time — it all counts. You don’t have to make the holidays magical... you just have to make them manageable. Your students don’t need a perfect teacher; they need a present one. Rest is productive. Boundaries are brave. You deserve both.

Hey teacher friend, it’s that time of year again! The classroom is buzzing with pre-holiday excitement, glitter is everywhere, and students seem to have collectively decided that rules are optional. When chaos hits, it’s easy to reach for more consequences... more visuals, more reminders, more “If you don’t do this, you’ll lose that.” But here’s the truth: our neurodivergent students don’t need more consequences… they need more consistency. In this episode, I’m sharing why consistency builds safety, why consequences often backfire, and how small predictable routines can make your classroom calmer, happier, and more connected this season. What You’ll Learn Why predictability = safety for neurodivergent students The difference between regulating through consistency vs. reacting with consequences Simple ways to keep routines steady during chaotic holiday weeks How calm, predictable responses build trust and reduce anxiety Quick Teacher Tips Keep morning and goodbye routines the same, even when the schedule changes Show visual reminders for special events or surprises Stay calm and steady... your tone is their safety cue Replace “Stop or you’ll lose recess” with “I can see this is hard. Let’s take a break.” Your students don’t need a perfect teacher... they need a predictable one.

Hey teacher friend, it’s Halloween season! 🎃 The lights are flashing, the sugar rush is real, and your classroom suddenly looks like a superhero convention. But amidst all the fun, you might start to notice some big reactions... crying, covering ears, running off, or meltdowns that seem to appear out of nowhere. So today, we’re diving into how to tell the difference between a sensory overload and a tantrum, because while they might look similar, they come from completely different places. What You’ll Learn What sensory overload actually is (and why it’s not attention-seeking) The key differences between overloads and tantrums Why Halloween can be a sensory storm for neurodivergent students Simple classroom tweaks to reduce overwhelm and build calm How empathy (not discipline) changes everything Quick Tips for Teachers Tone down the chaos: Swap flashing lights for soft ones and keep noise levels gentle. Offer sensory breaks: A calm corner or quick movement break can save the day. Prep for change: Use visuals or mini social stories for costumes and parties. Give choices: Participation looks different for every student, and that’s okay. Lead with empathy: Replace “He’s being dramatic” with “He’s overwhelmed right now.” Your Reflection for the Week Before your Halloween celebrations, pause and ask: “What might feel overwhelming in my classroom?” A few small adjustments can turn potential meltdowns into moments of magic. Our students aren’t overreacting, they’re overwhelmed.

Hey teacher friend, today we’re talking about a phrase we’ve all used: “challenging behavior.” You know those moments when a student shouts out, refuses to transition, or throws their work on the floor… and we sigh, “They’re having some challenging behavior today.” But here’s the truth: the behavior isn’t what’s challenging, the situation is challenging for the student. In this episode, I’m unpacking why that phrase doesn’t sit right anymore, what it really communicates, and how shifting our language changes everything. 💡 What You’ll Learn Why “challenging behavior” focuses on our struggle, not the child’s experience How behavior is actually communication, not defiance The harm of labeling kids as “difficult” or “naughty” Simple mindset shifts like: “He’s having a hard time communicating,” not “He’s being challenging.” 🧠 Quick Takeaway Every time you see what looks like challenging behavior, remind yourself: “This isn’t a challenge to me, it’s a message from them.”

Visual supports aren’t just for daily schedules or First-Then boards, they’re powerful tools that can transform every part of your classroom. From communication and regulation to academics and behavior, visuals help make learning accessible, predictable, and safe for all students. In this episode, I’m sharing why visuals work, how to adapt them for different ages, and practical ways to use them beyond the schedule, so your students gain more independence, clarity, and confidence. What You’ll Learn in This Episode ✨ Why visuals are more than “cute picture cards” and how they support processing, memory, and regulation ✨ How to use visuals for transitions (without overwhelm) ✨ Ways to embed visuals into emotional regulation and calm corners ✨ Communication supports for non-speaking, minimally verbal, and stressed students ✨ Academic and behavior visuals that increase independence and success ✨ How to adapt visuals for older students so they feel age-appropriate and respectful ✨ A rapid-fire checklist of places to use visuals beyond the daily schedule Links and Resources Explore ready-to-use Visual Support resources for communication, regulation, and routines in my TpT store. Come connect with me on Instagram @teachingautism - share your favorite classroom visuals or tag me in your setups, I love seeing how you’re supporting your students! 👉 Tune in and discover how to use visuals everywhere, not just on the wall schedule, and watch your students’ confidence, regulation, and independence soar.

Peer conflict is part of every classroom, especially in SPED. But how we respond to hitting, shouting, pushing, or grabbing makes all the difference. Instead of punishment and shame, we can use these moments to teach regulation, communication, and repair. In this episode, I’m breaking down why conflict happens, how to respond in a neuro-affirming way, and practical strategies for turning tough moments into powerful learning opportunities for both students involved. What You’ll Learn in This Episode ✨ Why conflict is communication, not “bad behavior” ✨ The importance of regulation before education ✨ How to debrief and reflect when students are calm ✨ Ways to teach missing skills like asking for space or saying “stop” ✨ Why shame, isolation, and punishment don’t work (and what to do instead) ✨ How to support the other student in conflict with validation and empowerment ✨ How to build a classroom culture where mistakes are safe and repair is supported Links and Resources Explore visuals, social stories, and regulation supports for teaching conflict resolution. Share your classroom wins with me on Instagram @teachingautism - I love seeing how you’re handling conflict with compassion in your classrooms. 👉 Tune in and learn how to reframe peer conflict from a punishment moment into a powerful opportunity for connection, skill-building, and growth.

Taking away recess as a punishment is still happening in far too many classrooms, but does it actually work? Spoiler: it doesn’t. In fact, it often makes the problem worse, especially for our neurodivergent students who need recess the most. In this episode, I’m breaking down why I don’t agree with using recess as a consequence, what the research says about its importance, the harm this practice causes, and practical alternatives you can use instead to support student behavior and learning. What You’ll Learn in This Episode ✨ Why recess is not a reward, it’s a developmental necessity ✨ The research that proves recess supports focus, regulation, and learning ✨ How removing recess harms autistic and ADHD students in particular ✨ Why this practice doesn’t teach the skills students are missing ✨ Positive, neuro-affirming alternatives to use instead of taking away recess ✨ How to protect play while still addressing behavior and academic needs Links and Resources Explore more neuro-affirming classroom strategies and visual supports on my TpT store and the Teaching Autism blog. Let’s connect on Instagram @teachingautism—share your experiences with recess in your school, I’d love to hear how you’re protecting play for your students! 👉 Tune in and discover why recess should never be taken away, and what to do instead when you’re faced with challenging behavior.

Transitions don’t have to be chaotic or meltdown-inducing. For autistic students, change can feel overwhelming, but with the right tools, structure, and empathy, transitions can actually become opportunities to build trust, confidence, and independence. In this episode, I’m diving into why transitions are so tough for autistic students, the brain science behind it, and practical strategies you can use to support smoother, safer changes, whether it’s moving from snack to circle or adjusting to a surprise assembly. What You’ll Learn in This Episode ✨ Why transitions are challenging (and how the autistic brain processes change) ✨ How preparation tools like visuals, countdowns, and rehearsal can reduce stress ✨ The power of transition anchors - objects, fidgets, or “jobs” that create predictability ✨ Step-by-step strategies to make transitions more consistent and predictable ✨ How to give gentle warnings and use pauses to ease students into change ✨ What to do when unexpected changes happen (without triggering dysregulation) ✨ Why recovery time after a tough transition is essential, and how to build it in Links and Resources Explore ready-to-use Visuals, First-Then Boards, and Transition Supports in my TpT store. Connect with me on Instagram @teachingautism and share your favorite transition strategies, I’d love to celebrate those wins with you! You may also like this blog post if you want to find out more abut how to support your neurodivergent students during transitions. 👉 Tune in and learn how to transform transitions from stressful moments into empowering opportunities for growth.

Visual schedules are one of the most powerful tools in a SPED teacher’s toolkit, but only if students actually use them. In this episode, I’m walking you through how to create a visual schedule that’s meaningful, accessible, and part of your students’ daily rhythm (instead of just decoration on the wall). We’ll cover the “why” behind visual schedules, how to match them to your students’ developmental level, and step-by-step tips to make them stick. Whether your learners are working with real objects, photos, or picture symbols, you’ll leave with practical strategies to set up schedules that truly support regulation, independence, and success. What You’ll Learn in This Episode ✨ Why visual schedules are more than organization, they’re regulation, communication, and independence tools ✨ The research that proves their effectiveness in improving behavior and transitions ✨ How to scaffold schedules from real objects ➝ photos ➝ picture symbols ✨ Step-by-step guidance for building schedules that reflect your students’ actual day ✨ How to keep schedules interactive and student-centered ✨ Tips to make schedules stick as part of the daily routine (instead of collecting dust) ✨ Why consistency, updates, and personalization are key to success Links and Resources Explore ready-to-use Visual Schedule resources, social stories and supports in my TpT store. Connect with me on Instagram @teachingautism and share your visual schedule setups- I love seeing how you make them work for your students! 👉 Tune in and discover how to set up visual schedules that actually get used, and transform transitions, behavior, and independence in your classroom.